INSPIRING LEARNING AND SKILLS - FutureQuals · 3.2 Explain procedures to be followed if an accident or sudden illness should occur 4. Be able to reduce the spread of infection 4.1

DIPLOMA IN EMERGENCY CARE SUPPORT AT SCQF LEVEL 6

Evidence LogbookGroup Qualification Code: R480 04Qualification Reference: SQAL6DECS

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Future QualsINSPIRING LEARNING AND SKILLS

TM

SQAL6DECS_V1_15/06/2016 (R480 04) Evidence Log Book | 2

Assessment Principles

1 Assessment Principles 1.1 Assessment decisions for competence based learning outcomes (e.g. those beginning with’ to be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. 1.2 Assessment decisions for competence based Learning Outcomes must be made by an assessor qualified to make assessment decisions. 1.3 Competence based assessment must include direct observation as the main source of evidence 1.4 Simulation may only be utilised as an assessment method for competence based Lo where this is specified in the assessment requirements of the unit’. 1.5 Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor. 1.6 Assessment of knowledge based Learning Outcomes (e.g. those beginning with ‘know’ or ‘understand’) may take place in or outside of a real work environment. 1.7 Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor. 1.8 Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. 2. Internal Quality Assurance 2.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions. 3. Definitions 3.1 Occupationally competent: This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development. 3.2 Occupationally knowledgeable: This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development. 3.3 Qualified to make assessment decisions: This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty the SSCs will be consulted.


3.4 Qualified to make quality assurance decisions: Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance. 3.5 Expert witness: An expert witness must: have a working knowledge of the units on which their expertise is based be occupationally competent in their area of expertise . have EITHER any qualification in assessment of workplace performance OR a professional work role

which involves evaluating the everyday practice of staff. Evidence Requirements for Clinical Healthcare Support You must meet all the learning outcomes and assessment criteria identified in each unit to achieve the full unit. Evidence should be developed of a period of time and used diverse assessment methods. How your evidence is checked After your Assessor has assessed your work, another member of staff - the Internal Quality Assurer - will review it. An External Quality Assurer from Future (Awards and Qualifications) will visit your assessment centre. How you get your certificate Once you’ve built up your portfolio of evidence and your Assessor will sign of your unit declaration and present your portfolio to the Internal Quality Assurer. Once the portfolio has passed the internal quality assurance process, they can claim your certificate.


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Unit Title: Engage in personal development in health, social care or children’s and young people’s settings Unit Reference Number: UH15 04 SCQF credit value: 4 SCQF level: 6

Assessment Method

Evidence Ref. Page number, Method

Assessor Decision Sign and Date

You must be able to:

1. Understand what is required for competence in own work role

1.1 Describe the duties and responsibilities of own work role

1.2 Explain expectations about own work role as expressed in relevant standards

2. Be able to reflect on practice

2.1 Explain the importance of reflective practice in continuously improving the quality of service provided

2.2 Demonstrate the ability to reflect on practice

2.3 Describe how own values, belief systems and experiences may affect working practice

3. Be able to evaluate own performance

3.1 Evaluate own knowledge, performance and understanding against relevant standards

3.2 Demonstrate use of feedback to evaluate own performance and inform development

4. Be able to agree a personal development plan

4.1 Identify sources of support for planning and reviewing own development


Assessment Method



4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities

4.3 Demonstrate how to work with others to agree own personal development plan

5. Be able to use learning opportunities and reflective practice to contribute to personal development

5.1 Evaluate how learning activities have affected practice

5.2 Demonstrate how reflective practice has led to improved ways of working

5.3 Show how to record progress in relation to personal development

Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date:

Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date:


Unit Title: Promote communication in health, social care or children’s and young people’s settings Unit Reference Number: UH16 04 SCQF credit value: 3 SCQF level: 6

Assessment Method




1. Understand why effective communication is important in the work setting

1.1 Identify the different reasons people communicate

1.2 Explain how communication affects relationships in the work setting

2. Be able to meet the communication and language needs, wishes and preferences of individuals

2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals

2.2 Describe the factors to consider when promoting effective communication

2.3 Demonstrate a range of communication methods and styles to meet individual needs

2.4 Demonstrate how to respond to an individual’s reactions when communicating

3. Be able to overcome barriers to communication

3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways

3.2 Identify barriers to effective communication


Assessment Method



3.3 Demonstrate ways to overcome barriers to communication

3.4 Demonstrate strategies that can be used to clarify misunderstandings

3.5 Explain how to access extra support or services to enable individuals to communicate effectively

4. Be able to apply principles and practices relating to confidentiality

4.1 Explain the meaning of the term confidentiality

4.2 Demonstrate ways to maintain confidentiality in day to day communication

4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns




Unit Title: Promote equality and inclusion in health, social care or children’s and young people’s settings Unit Reference Number: UH17 04 SCQF credit value: 2 SCQF level: 6

Assessment Method




1. Understand the importance of diversity, equality and inclusion

1.1 Explain what is meant by • Diversity • Equality • Inclusion

1.2 Describe the potential effects of discrimination

1.3 Explain how inclusive practice promotes equality and supports diversity

2. Be able to work in an inclusive way

2.1 Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role

2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences

3. Be able to promote diversity, equality and inclusion

3.1 Demonstrate actions that model inclusive practice

3.2 Demonstrate how to support others to promote equality and rights

3.3 Describe how to challenge discrimination in a way that promotes change





Unit Title: Promote and implement health and safety in health and social care Unit Reference Number: UH18 04 SCQF credit value: 3 SCQF level: 6

Assessment Method




1. Understand own responsibilities, and the responsibilities of others, relating to health and safety

1.1 Identify legislation relating to health and safety in a health or social care work setting

1.2 Explain the main points of health and safety policies and procedures agreed with the employer

1.3 Analyse the main health and safety responsibilities of: • self • the employer or manager • others in the work setting

1.4 Identify specific tasks in the work setting that should not be carried out without special training

2. Be able to carry out own responsibilities for health and safety

2.1 Use policies and procedures or other agreed ways of working that relate to health and safety

2.2 Support others to understand and follow safe practices

2.3 Monitor and report potential health and safety risks

2.4 Use risk assessment in relation to health and safety

2.5 Demonstrate ways to minimise potential risks and hazards

2.6 Access additional support or information relating to health and safety


Assessment Method



3. Understand procedures for responding to accidents and sudden illness

3.1 Describe different types of accidents and sudden illness that may occur in own work setting

3.2 Explain procedures to be followed if an accident or sudden illness should occur

4. Be able to reduce the spread of infection

4.1 Explain own role in supporting others to follow practices that reduce the spread of infection

4.2 Demonstrate the recommended method for hand washing

4.3 Demonstrate ways to ensure that own health and hygiene do not pose a risk to an individual or to others at work

5. Be able to move and handle equipment and other objects safely

5.1 Explain the main points of legislation that relates to moving and handling

5.2 Explain principles for safe moving and handling

5.3 Move and handle equipment and other objects safely

6. Be able to handle hazardous substances and materials

6.1 Describe types of hazardous substances that may be found in the work setting

6.2 Demonstrate safe practices for: • Storing hazardous substances • Using hazardous substances • Disposing of hazardous substances and materials

7. Be able to promote fire safety in the work setting

7.1 Describe practices that prevent fires from: • starting • spreading


Assessment Method Evidence Ref. Page number, Method


7.2 Demonstrate measures that prevent fires from starting

7.3Explain emergency procedures to be followed in the event of a fire in the work setting

7.4 Ensure that clear evacuation routes are maintained at all times

8. Be able to implement security measures in the work setting

8.1 Demonstrate use of agreed procedures for checking the identity of anyone requesting access to: • Premises • Information

8.2 Demonstrate use of measures to protect own security and the security of others in the work setting

8.2 Explain the importance of ensuring that others are aware of own whereabouts

9. Know how to manage stress

9.1 Describe common signs and indicators of stress

9.2 Describe signs that indicate own stress

9.3 Analyse factors that tend to trigger own stress

9.4 Compare strategies for managing stress





Unit Title: Principles of safeguarding and protection in health and social care Unit Reference Number: UH19 04 SCQF credit value: 3 SCQF level: 7

Assessment Method




1. Know how to recognise signs of abuse.

1.1 Define the following types of abuse: • Physical abuse • Sexual abuse • Emotional/psychological abuse • Financial abuse • Institutional abuse • Self neglect • Neglect by others

1.2 Identify the signs and/or symptoms associated with each type of abuse.

1.3 Describe factors that may contribute to an individual being more vulnerable to abuse.

2. Know how to respond to suspected or alleged abuse.

2.1 Explain the actions to take if there are suspicions that an individual is being abused.

2.2 Explain the actions to take if an individual alleges that they are being abused.

2.3 Identify ways to ensure that evidence of abuse is preserved.


Assessment Method



3. Understand the national and local context of safeguarding and protection from abuse.

3.1 Identify national policies and local systems that relate to safeguarding and protection from abuse.

3.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse.

3.3 Identify reports into serious failures to protect individuals from abuse.

3.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse.

4. Understand ways to reduce the likelihood of abuse.

4.1 Explain how the likelihood of abuse may be reduced by: • working with person centred values • encouraging active participation • promoting choice and rights

4.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse.

5. Know how to recognise and report unsafe practices.

5.1 Describe unsafe practices that may affect the well-being of individuals.

5.2 Explain the actions to take if unsafe practices have been identified.

5.3 Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response.





Unit Title: Promote person centred approaches in health and social care Unit Reference Number: UH20 04 SCQF credit value: 4 SCQF level: 6

Assessment Method




1. Understand the application of person centred approaches in health and social care

1.1 Explain how and why person-centred values must influence all aspects of health and social care work

1.2 Evaluate the use of care plans in applying person centred values

2. Be able to work in a person-centred way

2.1 Work with an individual and others to find out the individual’s history, preferences, wishes and needs

2.2 Demonstrate ways to put person centred values into practice in a complex or sensitive situation

2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences

3. Be able to establish consent when providing care or support

3.1 Analyse factors that influence the capacity of an individual to express consent

3.2 Establish consent for an activity or action

3.3 Explain what steps to take if consent cannot be readily established




4. Be able to implement and promote active participation

4.1 Describe different ways of applying active participation to meet individual needs

4.2 Work with an individual and others to agree how active participation will be implemented

4.3 Demonstrate how active participation can address the holistic needs of an individual

4.4 Demonstrate ways to promote understanding and use of active participation

5. Be able to support the individual’s right to make choices

5.1 Support an individual to make informed choices

5.2 Use own role and authority to support the individual’s right to make choices

5.3 Manage risk in a way that maintains the individual’s right to make choices

5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others

6. Be able to promote individuals well-being

6.1 Explain the links between identity, self-image and self esteem




6.2 Analyse factors that contribute to the well-being of individuals

6.3 Support an individual in a way that promotes their sense of identity, self image and self esteem

6.4 Demonstrate ways to contribute to an environment that promotes well-being

7. Understand the role of risk assessment in enabling a person centred approach

7.1 Compare different uses of risk assessment in health and social care

7.2 Explain how risk-taking and risk assessment relate to rights and responsibilities

7.3 Explain why risk assessments need to be regularly revised




Unit Title: The role of the health and social care worker Unit Reference Number: UH21 04 SCQF credit value: 2 SCQF level: 5

Assessment Method




1. Understand working relationships in health and social care.

1.1 Explain how a working relationship is different from a personal relationship.

1.2 Describe different working relationships in health and social care settings.

2. Be able to work in ways that are agreed with the employer.

2.1 Describe why it is important to adhere to the agreed scope of the job role.

2.2 Access full and up-to-date details of agreed ways of working.

2.3 Implement agreed ways of working.

3. Be able to work in partnership with others.

3.1 Explain why it is important to work in partnership with others.

3.2 Demonstrate ways of working that can help improve partnership working.

3.3 Identify skills and approaches needed for resolving conflicts.

3.4 Demonstrate how and when to access support and advice about: • partnership working • resolving conflicts





Unit Title: Promote good practice in handling information in health and social care settings Unit Reference Number: UH22 04 SCQF credit value: 2 SCQF level: 6

Assessment Method




1. Understand requirements for handling information in health and social care settings

1.1 Identify legislation and codes of practice that relate to handling information in health and social care

1.2 Summarise the main points of legal requirements and codes of practice for handling information in health and social care

2. Be able to implement good practice in handling information

2.1 Describe features of manual and electronic information storage systems that help ensure security

2.2 Demonstrate practices that ensure security when storing and accessing information

2.3 Maintain records that are up to date, complete, accurate and legible

3. Be able to support others to handle information

3.1 Support others to understand the need for secure handling of information

3.2 Support others to understand and contribute to records





Unit Title: The principles of Infection Prevention and Control Unit Reference Number: UH23 04 SCQF credit value: 3 SCQF level: 5

Assessment Method




1. Understand roles and responsibilities in the prevention and control of infections

1.1 Explain employees’ roles and responsibilities in relation to the prevention and control of infection

1.2 Explain employers’ responsibilities in relation to the prevention and control of infection

2. Understand legislation and policies relating to prevention and control of infections

2.1 Outline current legislation and regulatory body standards which are relevant to the prevention and control of infection

2.2 Describe local and organisational policies relevant to the prevention and control of infection

3. Understand systems and procedures relating to the prevention and control of infections

3.1 Describe procedures and systems relevant to the prevention and control of infection

3.2 Explain the potential impact of an outbreak of infection on the individual and the organisation

4. Understand the importance of risk assessment in relation to the prevention and control of infections

4.1 Define the term risk

4.2 Outline potential risks of infection within the workplace


Assessment Method



4.3 Describe the process of carrying out a risk assessment

4.4 Explain the importance of carrying out a risk assessment

5. Understand the importance of using Personal Protective Equipment (PPE) in the prevention and control of infections

5.1 Demonstrate correct use of PPE

5.2 Describe different types of PPE

5.3 Explain the reasons for use of PPE

5.4 State current relevant regulations and legislation relating to PPE

5.5 Describe employees’ responsibilities regarding the use of PPE

5.6 Describe employers’ responsibilities regarding the use of PPE

5.7 Describe the correct practice in the application and removal of PPE

5.8 Describe the correct procedure for disposal of used PPE

6. Understand the importance of good personal hygiene in the prevention and control of infections

6.1 Describe the key principles of good personal hygiene

6.2 Demonstrate good hand washing technique

6.3 Describe the correct sequence for hand washing


Assessment Method



6.4 Explain when and why hand washing should be carried out

6.5 Describe the types of products that should be used for hand washing

6.6 Describe correct procedures that relate to skincare




Unit Title: Causes and Spread of Infection Unit Reference Number: UH24 04 SCQF credit value: 1 SCQF level: 6

Assessment Method




1. Understand the causes of infection

1.1 Identify the differences between bacteria, viruses, fungi and parasites

1.2 Identify common illnesses and infections caused by bacteria, viruses, fungi and parasites

1.3 Describe what is meant by “infection” and “colonisation”

1.4 Explain what is meant by “systemic infection” and “localised infection”

1.5 Identify poor practices that may lead to the spread of infection

2. Understand the transmission of infection

2.1 Explain the conditions needed for the growth of micro-organisms

2.2 Explain the ways an infective agent might enter the body

2.3 Identify common sources of infection

2.4 Explain how infective agents can be transmitted to a person

2.5 Identify the key factors that will make it more likely that infection will occur





Unit Title: Cleaning, Decontamination and Waste Management Unit Reference Number: UH25 04 SCQF credit value: 2 SCQF level: 5

Assessment Method




1. Understand how to maintain a clean environment to prevent the spread of infection

1.1 State the general principles for environmental cleaning

1.2 Explain the purpose of cleaning schedules

1.3 Describe how the correct management of the environment minimises the spread of infection

1.4 Explain the reason for the national policy for colour coding of cleaning equipment

2. Understand the principles and steps of the decontamination process

2.1 Describe the three steps of the decontamination process

2.2 Describe how and when cleaning agents are used

2.3 Describe how and when disinfecting agents are used

2.4 Explain the role of personal protective equipment (PPE) during the decontamination process

2.5 Explain the concept of risk in dealing with specific types of contamination

2.6 Explain how the level of risk determines the type of agent that may be used to decontaminate

2.7 Describe how equipment should be cleaned and stored


Assessment Method



3. Understand the importance of good waste management practice in the prevention of the spread of infection

3.1 Identify the different categories of waste and the associated risks

3.2 Explain how to dispose of the different types of waste safely and without risk to others

3.3 Explain how waste should be stored prior to collection

3.4 Identify the legal responsibilities in relation to waste management

3.5 State how to reduce the risk of sharps injury




Unit Title: Principles for implementing duty of care in health, social care or children’s and young people’s settings Unit Reference Number: UH26 04 SCQF credit value: 1 SCQF level: 6

Assessment Method




1. Understand how duty of care contributes to safe practice

1.1 Explain what it means to have a duty of care in own work role

1.2 Explain how duty of care contributes to the safeguarding or protection of individuals

2. Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care

2.1 Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights

2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care

2.3 Explain where to get additional support and advice about conflicts and dilemmas

3. Know how to respond to complaints

3.1 Describe how to respond to complaints

3.2 Explain the main points of agreed procedures for handling complaints





Unit Title: Anatomical and Physiology Structure of the Human Body Unit Reference Number: UH27 04 SCQF credit value: 3 SCQF level: 6

Assessment Method




1. Know the 11 major structures of the human body.

1.1 Identify and describe the muscular-skeletal system

1.2 Identify and describe the nervous system

1.3 Identify and describe the cardiovascular system

1.4 Identify and describe the respiratory system

1.5 Identify and describe the digestive system

1.6 Identify and describe the urinary system

1.7 Identify and describe the lymphatic system

1.8 Identify and describe the skin, hair and nails system

1.9 Identify and describe the reproductive system

2. Understand the functions of the major systems of the human Body

2.1 Identify and explain the function of the muscular-skeletal system

2.2 Identify and explain the function of the nervous system

2.3 Identify and explain the function of the cardiovascular system

2.4 Identify and explain the function of the respiratory system

2.5 Identify and explain the function of the digestive system

2.6Identify and explain the function of the urinary system

2.7 Identify and explain the function of the lymphatic systems

2.8 Identify and explain the function of the skin, hair and nails system

2.9 Identify and explain the function of the reproductive system.


Unit Title: Assessment and examination of adult patients for emergency care support Unit Reference Number: UH28 04 SCQF credit value: 6 SCQF level: 6

Assessment Method




1. Understand current legislation, national guidelines, policies and procedures for undertaking patient assessment and examination.

1.1 Explain own role and responsibilities when obtaining a patient’s history with regard to:

Current legislation National guidelines Policies and

procedures Agreed ways of

working

1.2 Explain the importance of clear, concise reporting of findings to the clinician in accordance with agreed ways of working.

1.3 Explain the importance of recording patient observations in accordance with agreed ways of working.

2. Understand procedures of patient assessment and management.

2.1 Explain the importance of ensuring scene safety prior to approaching any incident for:

Patients Self Co-workers Bystanders

2.2 Outline component parts of an initial scene assessment.


Assessment Method



2.3 Describe the ABCDE approach to initial patient assessment to include:

Airway Breathing Circulatory Disability Expose and examine,

environment

2.4 Explain factors that affect:

Airway patency Breathing Circulation Neurological function

2.5 Describe procedures of a secondary survey to include:

Level of consciousness

Blood Pressure Temperature, colour

and texture Pupillary response Blood Glucose

Monitoring Peak flow

measurement Oxygen saturations Face, arm, speech,

time test


Assessment Method



2.6 Explain importance of patient position in relation to assessed patient condition.

2.7 Explain links between findings of physiological assessment and homeostatic status.

3. Be able to carry out a patient assessment.

3.1 Ensure scene safety prior to approaching any incident for:

Patients Self Co-workers Bystanders

3.2 Communicate with a patient to:

Explain your own role and responsibilities

Establish identity Assess capacity Gain consent Maintain consent

3.3 Explain the sequence of assessment to detect time critical disorders for conscious and unconscious patients.

3.4 Assess a patient using the ABCDE approach to initial patient assessment to include:

Airway Breathing Circulatory Disability Expose and examine,

environment


Assessment Method



3.5 Take and record a patient’s history.

3.6 Prioritise patient management based on assessed patient condition.

3.7 Carry out a secondary survey to include:

Level of consciousness

Blood Pressure Temperature, colour

and texture Pupillary response Blood Glucose

Monitoring Peak flow

measurement Oxygen saturations Face, arm, speech,

time test

3.8 Position patient relating to assessed patient condition

3.9 Inform the receiving treatment centre about a patient’s condition in accordance with agreed ways of working.

4. Be able to recognise deviations from expected adult patient physiology

4.1 Describe the expected physiological values for adults to Include:

Breathing rate and volume

Pulse rate Blood Pressure BM Temperature Pulse oximetry Pupillary response

4.2 Prepare, measure, record and report physiological measurements according to agreed ways of working.


Assessment Method



4.3 Explain why physiological measurements should be repeated.

4.4 Manage deviation from expected physiology.

5. Be able to manage patient identifiable information.

5.1 Record findings of patient assessment.

5.2 Gain valid consent to share information in line with agreed ways of working.

5.3 Share information with others in line with agreed ways of working.

6. Be able to assist clinicians in acquisition of electrocardiogram (ECG).

6.1 Explain how to prepare patient for an ECG:

3 Lead 12 Lead

6.2 Prepare patient for an ECG:

3 Lead 12 Lead

6.3 Use landmarks to attach electrodes.

6.4 Connect patient to monitoring equipment.

6.5 Acquire printed ECG: 3 Lead 12 Lead

6.6 Check ECG is suitable for interpretation by clinician





Unit Title: Basic airway management in emergency care Unit Reference Number: UH29 04

SCQF credit value: 2 SCQF level: 6

Assessment Method




1. Understand how to assess a patient’s airway.

1.1 Describe airway anatomy

1.2 Explain stepwise airway management methodologies.

1.3 Explain use of airway management methodologies.

1.4 Explain dynamic airway assessment

2. Be able to manage and maintain a patient’s airway.

2.1 Identify need to clear the airway.

2.2 Identify need to clear the airway.

2.3 Select and insert an airway adjunct.

2.4 Recognise need for advanced airway management.

2.5 Describe how to manage airway of a patient with a: • Laryngectomy • Tracheostomy


Assessment Method



3. Understand how to manage a responsive patient who is choking

3.1 Explain how to manage a patient with a partially blocked airway.

3.2 Explain how to manage a patient with a completely blocked airway.

4. Understand when to clean and replace equipment used during airway management

4.1 Explain when to replace equipment and consumables used during the management of a patient’s airway.

4.2 Describe how to dispose of single use equipment used during the management of a patient’s airway.




Unit Title: Basic life support and external defibrillation Unit Reference Number: UH30 04 SCQF credit value: 3 SCQF level: 6

Assessment Method




1. Understand basic life support.

1.1 Explain benefits of the chain of survival to basic life support.

1.2 Explain circumstances under which resuscitation is performed.

1.3 Describe types of cardiopulmonary arrest.

1.4 Explain procedure in the Basic Life Support algorithm.

2. Be able to carry out basic life support.

2.1 Recognise need to commence cardio-pulmonary resuscitation.

2.2 Perform cardio-pulmonary resuscitation.

2.3 Recognise the return of spontaneous circulation.

2.4 Explain when to cease a resuscitation attempt.

3. Be able to use a defibrillator.

3.1 Recognise need to use a defibrillator.

3.2 Explain safety considerations when using a defibrillator.


Assessment Method



3.3 Manage defibrillator malfunction according to manufacturer’s recommendations.

3.4 Use a defibrillator.

4. Be able to use adjuncts to support resuscitation.

4.1 Explain use of: •Facial barriers •Bag valve mask device •Mechanical ventilator

4.2 Use bag valve mask device.

5. Understand importance of post-resuscitation procedures.

5.1 Explain management of the post resuscitation patient.

5.2 Describe clinical handover procedure to medical professionals.

5.3 Describe procedure for recognition of life extinct in line with agreed ways of working.

6. Understand special circumstances related to cardiac arrest.

6.1 Explain resuscitation considerations for a patient during the stages of pregnancy.

6.2 Describe respiratory adaptions for a neck stoma patient in arrest.

6.3 Explain resuscitation considerations of a hypothermic patient.

6.4 Describe post resuscitation care of a hypothermic patient.





Unit Title: Assist the clinician in the management of medical conditions Unit Reference Number: UH31 04 SCQF credit value: 4 SCQF level: 7

Assessment Method




1. Understand medical conditions.

1.1 Explain what is meant by the following systems:

Respiratory Cardiovascular Nervous

1.2 Describe the following conditions of the respiratory system:

Asthma Bronchitis Emphysema Chronic obstructive

pulmonary disease (COPD)

Pneumonia Pulmonary embolism

1.3 Describe the following conditions of the cardiovascular system:

Acute Coronary Syndromes

Angina Heart Failure

1.4 Describe the following conditions of the nervous system:

Epilepsy Cerebrovascular

Event (CVE) Meningitis Tetraplegia/Quadripl

egia Paraplegia Hemiplegia Monoplegia

1.5 Describe causes of unconsciousness.

1.6 Explain types of diabetes.

1.7 Explain causes of diabetes.


Assessment Method



1.8 Explain types of poisoning.

2. Be able to manage medical conditions.

2.1Manage a patient suffering from a respiratory system condition.

2.2 Manage a patient suffering from a cardiovascular system condition.

2.3 Manage a patient suffering from a nervous system condition.

2.4 Manage an unconscious patient.

2.5 Manage a diabetic patient.

2.6 Manage a patient with suspected poisoning.

3. Be able to manage shock.

3.1 Explain types of shock.

3.2 Explain causes of shock.

3.3 Describe stages of shock.

3.4 Treat shock.


Unit Title: Support the emergency care of wounds, bleeding and burns Unit Reference Number: UH32 04 SCQF credit value: 2 SCQF level: 6

Assessment Method




1. Understand wound management.

1.1 Explain what is meant by the term, wounds.

1.2 Recognise types of wound.

1.3 Explain complications associated with wounds.

1.4 Explain how to treat wounds.

1.5 Discuss implications of foreign objects in wounds.

2. Be able to manage wounds.

2.1 Assess a wound.

2.2 Prepare patient prior to treatment.

2.3 Treat a wound.

2.4 Monitor a wound.

3. Understand management of bleeding.

3.1 Explain what is meant by the term, bleeding.

3.2 Describe types of bleeding.

3.3 Explain how to detect concealed bleeding.

3.4 Describe signs and symptoms of internal bleeding.

3.5 Explain complications associated with bleeding.


Assessment Method



3.6 Explain how to estimate blood loss.

3.7 Explain how to treat bleeding using: •Direct Pressure •Indirect Pressure •Catastrophic haemorrhage control techniques

4. Be able to manage bleeding.

4.1 Identify type of bleeding.

4.2Estimate blood loss.

4.3 Prepare patient prior to treatment.

4.4 Treat bleeding using: •Direct Pressure •Indirect Pressure

4.5 Monitor blood loss.

5. Understand management of burns.

5.1 Explain what is meant by the term, burn.

5.2 Describe causes of burns.

5.3 Describe types of burns.

5.4 Explain safety considerations when dealing with burns for: •Self •Colleague •Patients •Others

5.5 State rules associated with estimating the size of burns.

5.6 Explain time critical factors that affect management of burns for: •Children •Adults

5.7 Explain complications associated with burns.


Assessment Method



5.8 Explain treatment of burns.

5.9 Explain why burns patients are transported to definitive care.

6. Be able to manage burns.

6.1 Recognise cause of burn.

6.2 Identify type of burn.

6.3 Estimate size of burn.

6.4 Prepare patient for treatment.

6.5 Treat patient.




Unit Title: Assist the clinician in the management of injuries Unit Reference Number: UH33 04 SCQF credit value: 2 SCQF level: 6

Assessment Method




1. Understand management of head injuries.

1.1 Explain mechanisms associated with head injuries.

1.2 Describe signs and symptoms associated with head injuries.

1.3 Describe complications associated with head injuries.

1.4 Explain treatment for injuries of: •Head •Eye •Maxilo facial

2. Understand management of spinal injuries.

2.1 Explain mechanisms associated with spinal injuries.

2.2 Describe signs and symptoms associated with spinal injuries.

2.3 Describe complications associated with spinal injuries.

2.4 Explain treatment for spinal injuries.

3. Understand management of chest injuries.

3.1 Explain mechanisms associated with chest injuries.

3.2 Describe signs and symptoms associated with chest injuries.

3.3 Describe complications associated with chest injuries.


Assessment Method



3.4 Explain treatment for chest injuries.

4. Understand management of abdominal injuries.

4.1 Explain mechanisms associated with abdominal injuries.

4.2 Describe signs and symptoms associated with abdominal injuries.

4.3 Describe complications associated with abdominal injuries.

4.4 Explain treatment for abdominal injuries.

5. Understand the need for clinical intervention in management of injuries

5.1 Explain when intervention from a clinician is required in managing the following injuries: •Head •Spinal •Chest •Abdominal




Unit Title: Assist the clinician with cannulation, infusion and advanced airway management Unit Reference Number: UH34 04 SCQF credit value: 2 SCQF level: 6

Assessment Method




1. Understand requirements when assisting clinicians with cannulation.

1.1 Explain own role in assisting clinician with cannulation.

1.2 Explain function of equipment used during cannulation.

1.3 Describe safety checks prior to cannulation.

1.4 Explain own role in infection prevention and control during cannulation.

2. Be able to assist clinicians in performing cannulation.

2.1 Assemble equipment required for cannulation.

2.2 Carry out equipment safety checks.

2.3 Prepare equipment for cannulation.

2.4 Assist in securing cannula.

2.5 Safely dispose of: •Sharps •Clinical waste

3. Understand requirements when assisting clinicians with infusion.

3.1 Explain own role in assisting clinician with infusion.


Assessment Method



3.2 Explain function of equipment used during infusion.

3.3 Describe safety checks prior to infusion.

3.4 Explain own role in infection prevention and control during infusion.

4. Be able to assist clinicians in performing infusion.

4.1 Assemble equipment required for infusion.


4.3 Prepare equipment for infusion.

4.4 Assist in securing giving set.

4.5 Safely dispose of: •Sharps •Clinical waste

5. Understand requirements when assisting clinicians with advanced airway management.

5.1 Explain own role in assisting clinician with advanced airway procedures.

5.2 Explain function of equipment associated with advanced airway procedures.

5.3 Describe safety checks of advanced airway adjuncts.

5.4 Explain own role in infection prevention and control.

6. Be able to assist clinicians in performing advanced airway management.

6.1 Assemble equipment required for the insertion of an advanced airway adjunct.



Assessment Method



6.3 Prepare equipment for advanced airway procedure.

6.4 Assist clinician in performing advanced airway procedure.

6.5 Assist clinician in securing advanced airway adjunct.




Unit Title: Assist the clinician in the management of trauma Unit Reference Number: UH35 04 SCQF credit value: 6 SCQF level: 6

Assessment Method




1. Understand mechanisms associated with trauma.

1.1 Explain what is meant by the term, ‘trauma’

1.2 Explain the term, ‘mechanism of injury’

1.3 Outline types of mechanism of injury.

1.4 Explain kinetics associated with trauma.

1.5 Describe injuries associated with trauma.

2. Understand trauma scene assessment and management.

2.1 Explain factors involved in ensuring safety prior to approaching a trauma incident.

2.2 Explain role of trauma triage.

2.3 Explain elements of an initial scene assessment.

2.4 Explain when further specialist assistance is required.

2.5 Explain need for gathering comprehensive history of trauma scenes.


Assessment Method



3. Understand trauma patient assessment and management.

3.1 Identify and explain the function of the digestive system

3.2 Explain manual spinal immobilisation.

3.3 Describe time critical injuries.

3.4 Describe actions to take when time critical injuries are identified.

3.5 Explain secondary survey process of trauma patients.

3.6 Explain need for concise pre-alerts.

4. Be able to assess trauma scenes.

4.1 Ensure safety prior to approaching a trauma incident.

4.2 Carry out an initial scene assessment.

4.3 Gather comprehensive history of trauma scenes.

5. Be able to assess trauma patients

5.1 Carry out manual spinal immobilisation.

5.2 Carry out primary survey process of trauma patient.

5.3 Check for time critical injuries.

5.4 Carry out secondary survey process of trauma patients.

5.5 Give concise pre-alert.





Unit Title: Administration of medical gases in emergency care Unit Reference Number: UH36 04 SCQF credit value: 1 SCQF level: 6

Assessment Method




1. Know guidelines for the use of oxygen therapy.

1.1 Explain benefits of oxygen therapy.

1.2 Identify indications for the use of oxygen.

1.3 Explain contraindications prohibiting use of oxygen.

1.4 Describe dangers of using compressed gas.

1.5 Outline health and safety rules for the: •Use •Storage •Handling of oxygen.

2. Be able to administer oxygen therapy.

2.1 Carry out operational checks in preparation for use of oxygen therapy equipment.

2.2 Identify when oxygen therapy is required.

2.3 Administer oxygen using the required flow rate for the following oxygen delivery devices:

Nasal cannula Simple/venturi mask Non re-breather

mask Bag, valve and mask

2.4 Administer oxygen to a patient in line with agreed ways of working.


Assessment Method



3. Know the guidelines for the use entonox therapy.

3.1 Describe properties of entonox.

3.2 Explain complications of environmental temperature.

3.3 Explain benefits of entonox therapy.

3.4 Identify the indications for the use of entonox.

3.5 Explain cautions and contraindications for use of entonox.

4. Be able to administer entonox therapy.

4.1 Carry out operational checks in preparation for use of entonox therapy equipment.

4.2 Identify when entonox therapy is required.

4.3 Administer entonox to a patient in line with agreed ways of working.




Unit Title: Move and position individuals in accordance with their plan of care Unit Reference Number: UH37 04 SCQF credit value: 3 SCQF level: 6

Assessment Method




1.Understand anatomy and physiology in relation to moving and positioning individuals

1.1 Outline the anatomy and physiology of the human body in relation to the importance of correct moving and positioning of individuals

1.2 Describe the impact of specific conditions on the correct movement and positioning of an individual.

2. Understand legislation and agreed ways of working when moving and positioning individuals

2.1 Describe how legislation and agreed ways of working affect working practices related to moving and positioning individuals

2.2 Describe what health and safety factors need to be taken into account when moving and positioning individuals and any equipment used to do this

3. Be able to minimise risk before moving and positioning individuals

3.1 Access up-to-date copies of risk assessment documentation

3.2 Carry out preparatory checks using:

• the individual’s care plan • the moving and handling risk assessment

3.3 Identify any immediate risks to the individual

3.4 Describe actions to take in relation to identified risks.


Assessment Method



3.5 Describe what action should be taken if the individual’s wishes conflict with their plan of care in relation to health and safety and their risk assessment

3.6 Prepare the immediate environment ensuring • adequate space for the move in agreement with all concerned • that potential hazards are removed

3.7 Apply standard precautions for infection prevention and control

4. Be able to prepare individuals before moving and positioning

4.1 Demonstrate effective communication with the individual to ensure that they • understand the details and reasons for the action/activity being undertaken • agree the level of support required

4.2 Obtain valid consent for the planned activity

5. Be able to move and position an individual

5.1 Follow the care plan to ensure that the individual is positioned • using the agreed technique • in a way that will avoid causing undue pain or discomfort

5.2 Demonstrate effective communication with any others involved in the manoeuvre

5.3 Describe the aids and equipment that may be used for moving and positioning


Assessment Method



5.4 Use equipment to maintain the individual in the appropriate position

5.5 Encourage the individual’s active participation in the manoeuvre

5.6 Monitor the individual throughout the activity so that the procedure can be stopped if there is any adverse reaction

5.7 Demonstrate how to report and record the activity noting when the next positioning manoeuvre is due

6. Know when to seek advice from and/or involve others when moving and positioning an individual

6.1 Describe when advice and/or assistance should be sought to move or handle an individual safely

6.2 Describe what sources of information are available about moving and positioning individuals




Unit Title: Support the emergency care of babies and children Unit Reference Number: UH38 04 SCQF credit value: 3 SCQF level: 6

Assessment Method




1. Know how to recognise a seriously ill child

1.1 Conduct an initial assessment of a child

1.2 Identify deficiencies in a child’s airway

1.3 Identify deficiencies in a child’s breathing

1.4 Identify deficiencies in a child’s circulation

1.5 Identify deficiencies in a child’s neurological status

2. Know how to recognise a seriously ill baby

2.1 Conduct an initial assessment of a baby

2.2 Identify deficiencies in a baby’s airway

2.3 Identify deficiencies in a baby’s breathing

2.4 Identify deficiencies in a baby’s circulation

2.5 Identify deficiencies in a baby’s neurological status

3. Be able to assist the clinician in the management of seriously ill babies and children

3.1 Describe the principles that underpin the support of a seriously ill baby/child

3.2 Demonstrate the procedures to support a clinician to manage a seriously ill baby/child




4. Be able to demonstrate resuscitation techniques for a newborn

4.1 Demonstrate resuscitation of a newborn in line with current national guidelines

4.2 Demonstrate the use of airway adjuncts on a newborn, including: •a bag-valve mask (BVM) •oropharyngeal airways, •suction

5. Be able to demonstrate basic paediatric life support techniques

5.1 Demonstrate basic life support of a paediatric in line with current national guidelines

5.2 Demonstrate the use of airway adjuncts on a child, including: •a bag-valve mask (BVM) •suction

5.3 Demonstrate how to manage a choking paediatric in line with current national guidelines

5.4 Describe the management of Sudden Infant death Syndrome guidelines




Unit Title: Support emergency care during pregnancy and childbirth Unit Reference Number: UH39 04 SCQF credit value: 2 SCQF level: 6

Assessment Method




1. Know how to support the clinician in the management of pregnancy-related conditions

1.1 Outline pregnancy-related conditions: •pre-eclampsia •ectopic pregnancy •haemorrhage •placenta praevia

1.2 Outline ways to support the clinician in the management of pregnancy-related conditions

2. Know how to support the clinician in delivering a baby

2.1 Outline the stages of labour

2.2 Identify equipment required for delivering a baby

2.3 Describe how to support a woman in labour to ensure maintenance of health of mother and child

2.4 Outline ways to support the clinician during childbirth to ensure maintenance of health of mother and child




3. Know how to support the clinician in the management of complications of labour

3.1 Outline complications of labour: •cord prolapse •malpresentations •haemorrhage •multiple births •pre-term labour

3.2 Outline ways to support the clinician in the management of complications of labour





Unit Title: Major incidents involving emergency carers Unit Reference Number: UH40 04 SCQF credit value: 1 SCQF level: 5

Assessment Method




1. Know the nature of major incidents

1.1 Define a major incident

1.2 State the Ambulance Service responsibilities with regard to a major incident

1.3 State who can declare a major incident

2. Understand the different roles in a major incident

2.1 State the role of the attendant (paramedic) of the first crew on scene

2.2 List the responsibilities of the driver (ECA) of the first crew on scene

2.3 List the responsibilities of subsequent ambulance crews on scene

2.4 State the information that should be included in radio reports

2.5 Describe the potential roles for ambulance officers on scene

2.6 Identify risks which threaten the coherence of the response being provided to the major incident/situation


Assessment Method



2.7 Propose solutions to risks which threaten the coherence of the response being provided to the major incident/situation

2.8 Describe how to contribute to the safety of yourself and others

2.9 State the role of Silver and Gold Controls




Unit Title: Extrication of patients from vehicles and light rescue Unit Reference Number: UH41 04 SCQF credit value: 2 SCQF level: 6

Assessment Method




1. Know the factors that influence extrication of patients

1.1 Identify the environmental factors that would impact on a patient requiring removal from a scene

1.2 Describe the resources required to remove a patient from a scene

1.3 Describe the time constraints/considerations of removing a patient from a scene

2. Be able to use extrication equipment to remove patients from a scene

2.1 Demonstrate use of equipment to remove a time-critical patient

2.2 Demonstrate use of equipment to remove a non-time-critical patient

2.3 Demonstrate roles and responsibilities during extrication according to agreed ways of working

3 Be able to demonstrate the correct removal of a helmet

3.1 State the circumstances when a helmet should be removed

3.2 Explain the importance of maintaining in line immobilisation at all times during the procedure

3.3 Outline the potential risks to the patient in removing a helmet

3.4 Demonstrate the effective removal of a helmet





Unit Title: Special procedures for hazardous substances Unit Reference Number: UH42 04 SCQF credit value: 1 SCQF level: 5

Assessment Method




1. Know the principles governing labelling of hazardous substances

1.1 Describe the systems for labelling

1.2 Describe what is on the HAZCHEM label

1.3 Describe how to find out information about a hazardous substance

2. Know the role of the ambulance service when attending a hazardous substance incident

2.1 Describe the risks when attending a hazardous substance incident

2.2 Describe actions which need to be undertaken when attending a hazardous substance incident




Additional Units These units do not contribute to the qualification but may be used a standalone units for CPD purposes.

Learners are allowed to take one unit from this group.

Unit Title: Care for the elderly Unit Reference Number: UH43 04 SCQF credit value: 1 SCQF level: 6

Assessment Method




1. Understand the ageing process

1.1 Describe changes with age: •physical •psychological •emotional •social

1.2 Outline the needs of the elderly in relation to the ageing process

2. Be able to adapt communication techniques when caring for elderly patients

2.1 Outline ways to minimise barriers to communication

2.2 Demonstrate adapted communication techniques for elderly patients

3. Know how to care for elderly patients

3.1 Describe conditions affecting the elderly: •dementia •Parkinson’s disease •stroke/TIA •arthritis •osteoporosis

3.2 Describe how to adapt care plans for elderly patients





Unit Title: Support individuals at the end of life Unit Reference Number: UH44 04 SCQF credit value: 5 SCQF level: 7

Assessment Method




1. Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life

1.1 Outline legal requirements and agreed ways of working designed to protect the rights of individuals in end of life care

1.2 Explain how legislation designed to protect the rights of individuals in end of life care applies to own job role

2. Understand factors affecting end of life care

2.1 Outline key points of theories about the emotional and psychological processes that individuals and key people may experience with the approach of death

2.2 Explain how the beliefs, religion and culture of individuals and key people influence end of life care

2.3 Explain why key people may have a distinctive role in an individual’s end of life care

2.4 Explain why support for an individual’s health and well-being may not always relate to their terminal condition

3. Understand advance care planning in relation to end of life care


Assessment Method



3.1 Describe the benefits to an individual of having as much control as possible over their end of life care

3.2 Explain the purpose of advance care planning in relation to end of life care

3.3 Describe own role in supporting and recording decisions about advance care planning

3.4 Outline ethical and legal issues that may arise in relation to advance care planning

4. Be able to provide support to individuals and key people during end of life care

4.1 Support the individual and key people to explore their thoughts and feelings about death and dying

4.2 Provide support for the individual and key people that respects their beliefs, religion and culture

4.3 Demonstrate ways to help the individual feel respected and valued throughout the end of life period

4.4 Provide information to the individual and/or key people about the individual’s illness and the support available

4.5 Give examples of how an individual’s well-being can be enhanced by: • environmental factors • non-medical interventions • use of equipment and aids • alternative therapies


Assessment Method



4.6 Contribute to partnership working with key people to support the individual’s well-being

5. Understand how to address sensitive issues in relation to end of life care

5.1 Explain the importance of recording significant conversations during end of life care

5.2 Explain factors that influence who should give significant news to an individual or key people

5.3 Describe conflicts and legal or ethical issues that may arise in relation to death, dying or end of life care

5.4 Analyse ways to address such conflicts

6. Understand the role of organisations and support services available to individuals and key people in relation to end of life care

6.1 Describe the role of support organisations and specialist services that may contribute to end of life care

6.2 Analyse the role and value of an advocate in relation to end of life care

6.3 Explain how to establish when an advocate may be beneficial

6.4 Explain why support for spiritual needs may be especially important at the end of life

6.5 Describe a range of sources of support to address spiritual needs

7. Be able to access support for the individual or key people from the wider team


Assessment Method



7.1 Identify when support would best be offered by other members of the team

7.2 Liaise with other members of the team to provide identified support for the individual or key people

8. Be able to support individuals through the process of dying

8.1 Carry out own role in an individual’s care

8.2 Contribute to addressing any distress experienced by the individual promptly and in agreed ways

8.3 Adapt support to reflect the individual’s changing needs or responses

8.4 Assess when an individual and key people need to be alone

9. Be able to take action following the death of individuals

9.1 Explain why it is important to know about an individual’s wishes for their after-death care

9.2 Carry out actions immediately following a death that respect the individual’s wishes and follow agreed ways of working

9.3 Describe ways to support key people immediately following an individual’s death

10. Describe ways to support key people immediately following an individual’s death

10.1 Identify ways to manage own feelings in relation to an individual’s dying or death


Assessment Method



10.2 Utilise support systems to deal with own feelings in relation to an individual’s dying or death




Unit Title: Support individuals who are bereaved Unit Reference Number: UH45 04 SCQF credit value: 3 SCQF level: 6

Assessment Method




1. Understand the effects of bereavement on individuals

1.1 Describe how an individual may feel immediately following the death of a loved one

1.2 Analyse how the bereavement journey may be different for different individuals

2. Understand principles for supporting individuals who are bereaved

2.1 Compare the key points of theories of bereavement that assist in supporting individuals who are bereaved

2.2 Explain the importance of acting in accordance with an individual’s culture and beliefs when providing support for bereavement

2.3 Explain the importance of empathy in supporting a bereaved individual

3. Be able to support individuals to express their response to loss

3.1 Create an environment where the individual has privacy to express their emotions

3.2 Demonstrate active listening skills to support the individual to express their thoughts, feelings and distress


Assessment Method



4. Be able to support individuals who are bereaved

4.1 Assess the individual’s level of distress and their capacity for resilience

4.2 Agree a programme of support with the individual and others

4.3 Carry out own role within the support programme

4.4 Support the individual to identify any changes they may need to make as a result of their loss

4.5 Explain the importance of working at the individual’s pace during the bereavement journey

4.6 Support the individual to manage conflicting emotions, indecision or fear of the future

5. Understand the role of specialist agencies in supporting individuals who are bereaved

5.1 Compare the roles of specialist agencies in supporting individuals who are bereaved

5.2 Describe how to assess whether a bereaved individual requires specialist support

5.3 Explain the importance of establishing agreement with the individual about making a referral to a specialist agency

6. Be able to manage own feelings when providing support for individuals who are bereaved

6.1 Identify ways to manage own feelings while providing support for an individual who is bereaved

6.2 Use support systems to help manage own feelings





Unit Title: Understand mental health problems Unit Reference Number: UH46 04 SCQF credit value: 1 SCQF level: 6

Assessment Method




1. Know the main forms of mental ill health

1.1 Describe the main types of mental ill health according to the psychiatric (DSM/ICD) classification system: mood disorders, personality disorders, anxiety disorders, psychotic disorders, substance-related disorders, eating disorders, cognitive disorders

1.2 Explain the key strengths and limitations of the psychiatric classification system

1.3 Explain two alternative frameworks for understanding mental distress

1.4 Explain how mental ill health may be indicated through an individual’s emotions, thinking and behaviour

2. Know the impact of mental ill health on individuals and others in their social network

2.1 Explain how individuals experience discrimination due to misinformation, assumptions and stereotypes about mental ill health


Assessment Method



2.2 Explain how mental ill health may have an impact on the individual including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts

2.3 Explain how mental ill health may have an impact on those in the individual’s familial, social or work network including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts

2.4 Explain the benefits of early intervention in promoting an individual’s mental health and well-being




Unit Title: Understand the process and experience of dementia Unit Reference Number: UH47 04 SCQF credit value: 2 SCQF level: 6

Assessment Method




1. Understand the neurology of dementia

1.1 Describe a range of causes of dementia syndrome

1.2 Describe the types of memory impairment commonly experienced by individuals with dementia

1.3 Explain the way that individuals process information with reference to the abilities and limitations of individuals with dementia

1.4 Explain how other factors can cause changes in an individual’s condition that may not be attributable to dementia

1.5 Explain why the abilities and needs of an individual with dementia may fluctuate

2. Understand the impact of recognition and diagnosis of dementia

2.1 Describe the impact of early diagnosis and follow up to diagnosis

2.2 Explain the importance of recording possible signs or symptoms of dementia in an individual in line with agreed ways of working

2.3 Explain the process of reporting possible signs of dementia within agreed ways of working


Assessment Method



2.4 Describe the possible impact of receiving a diagnosis of dementia on • the individual • their family and friends

3. Understand how dementia care must be underpinned by a person centred approach

3.1 Compare a person centred and a non-person centred approach to dementia care

3.2 Describe a range of different techniques that can be used to meet the fluctuating abilities and needs of the individual with dementia

3.3 Describe how myths and stereotypes related to dementia may affect the individual and their carers

3.4 Describe ways in which individuals and carers can be supported to overcome their fears




Unit Title: Undertake physiological measurements Unit Reference Number: UH48 04 SCQF credit value: 4 SCQF level: 6

Assessment Method




1. Understand relevant legislation, policy and good practice for undertaking physiological measurements

1.1 Describe current legislation, national guidelines, organisational policies and protocols affecting work practice

2. Understand the physiological states that can be measured

2.1 Explain the principles of blood pressure to include: • blood pressure maintenance • differentiation between systolic and diastolic blood pressure • normal limits of blood pressure • conditions of high or low blood pressure

2.2 Explain the principles of body temperature to include: • body temperature maintenance • normal body temperature • pyrexia, hyper-pyrexia and hypothermia

2.3 Explain the principles of respiratory rates to include: • normal respiratory rates • factors affecting respiratory rates in ill and well individuals


Assessment Method



2.4 Explain the principles of pulse rates to include: • normal pulse rates limits • factors affecting pulse rates – raising or lowering • pulse sites on the body • the requirement for pulse oximetry measurements • analysis and implication of pulse oximetry findings

2.5 Explain the principles of Body Mass Index (BMI) in relation to weight/dietary control

2.6 Explain the major factors that influence changes in physiological measurements

2.7 Explain the importance of undertaking physiological measurements

3. Be able to prepare to take physiological measurements

3.1 Explain to the individual what measurements will be undertaken and why these are done

3.2 Reassure the individual during physiological measurements process

3.3 Answer questions and deal with concerns during physiological measurements process

3.4 Explain the help individuals may need before taking their physiological measurements

3.5 Explain why it may be necessary to adjust an individual’s clothing before undertaking physiological measurements


Assessment Method



3.6 Ensure all materials and equipment to be used are appropriately prepared

3.7 Confirm the individual’s identity and obtain valid consent

4. Be able to undertake physiological measurements

4.1 Apply standard precautions for infection prevention and control

4.2 Apply health and safety measures relevant to the procedure and environment

4.3 Select and use appropriate equipment at the prescribed time and in the prescribed sequence to obtain an accurate measurement

4.4 Monitor the condition of the individual throughout the measurement

4.5 Respond to any significant changes in the individual’s condition

4.6 Follow the agreed process when unable to obtain or read a physiological measurement

4.7 Identify any issues outside own responsibility and refer these to other colleagues

5. Be able to record and report results of physiological measurements

5.1 Explain the necessity for recording physiological measurements


Assessment Method



5.2 Explain a few common conditions which require recording of physiological measurements

5.3 Demonstrate the correct process for reporting measurements that fall outside the normal levels

5.4 Record physiological measurements taken accurately using the correct documentation



L3DCHS-ECA_V2_22/10/15 (601/1081/8) Evidence Log Book | 91

Learner Name

Future™ Learner Number

Centre Name

Centre Number

Unit Number Unit Title Credits Date Verified Learner Signature Assessor Signature IQA Signature EQA Signature

UH15 04

Engage in personal development in health, social care or children’s and young people’s settings

4

UH16 04 Promote communication in health, social care or children’s and young people’s settings

3

UH17 04

Promote equality and inclusion in health, social care or children’s and young people’s settings

2

UH18 04 Promote and implement health and safety in health and social care

3

UH19 04 Principles of safeguarding and protection in health and social care

3

UH20 04 Promote person centred approaches in health and social care

4

UH21 04 The role of the health and social care worker

2

Diploma in Emergency Care Support at SCQF Level 6 Summary of Achievement



UH22 04 Promote good practice in handling information in health and social care settings

2

UH23 04 The principles of Infection Prevention and Control

3

UH24 04 Causes and Spread of Infection

1

UH25 04 Cleaning, Decontamination and Waste Management

2

UH26 04

Principles for implementing duty of care in health, social care or children’s and young people’s settings

1

UH27 04 Anatomical and Physiology Structure of the Human Body

3

UH28 04 Assessment and examination of adult patients for emergency care support

6

UH29 04 Basic airway management in emergency care

2

UH30 04 Basic life support and external defibrillation

3

UH31 04 Assist the clinician in the management of medical conditions

4

UH32 04 Support the emergency care of wounds, bleeding and burns

2

UH33 04 Assist the clinician in the management of injuries

2



UH34 04

Assist the clinician with cannulation, infusion and advanced airway management

2

UH35 04 Assist the clinician in the management of trauma

6

UH36 04 Administration of medical gases in emergency care

1

UH37 04 Move and position individuals in accordance with their plan of care

3

UH38 04 Support the emergency care of babies and children

3

UH39 04 Support emergency care during pregnancy and childbirth

2

UH40 04 Major incidents involving emergency carers

1

UH41 04 Extrication of patients from vehicles and light rescue

2

UH42 04 Special procedures for hazardous substances

1



Additional Units

UH43 04 Care for the elderly 1

UH44 04 Support individuals at the end of life

5

UH45 04 Support individuals who are bereaved

3

UH46 04 Understand mental health problems

1

UH47 04 Understand the process and experience of dementia

2

UH48 04 Undertake physiological measurements

4

Competence has been demonstrated in all the units recorded above using the required assessment procedures and the specified conditions/contexts. The evidence meets the requirements for validity, authenticity, currency, reliability and sufficiency.

Internal Quality Assurer Signature Date

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Future QualsINSPIRING LEARNING AND SKILLS

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INSPIRING LEARNING AND SKILLS - FutureQuals · 3.2 Explain procedures to be followed if an accident or sudden illness should occur 4. Be able to reduce the spread of infection 4.1